Download Lesson Plan - A Cultural Approach

Ivey Center for the Cultural Approach to History
Lesson Plan Template
Lesson Name
Riding the Rails through History
Author(s)
Michael Murphy and Saxton
Grades
8th grade
Subject
Georgia Studies
Topic
From Reconstruction to Civil
Rights
Overview/Summary:
Students will become familiar the issues of Civil Right from the Reconstruction to Jimmy Carter
Unit Name
Civil Rights leading to Reconstruction
Estimated Time Needed for Lesson
3o mins
State/Common Core Standard, Grade Level & Description
Standard Number
Detailed description of each standard.
th
Common Core Standards 5
Grade
Literacy.RI.5.5
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, and
problem/solution) of events, ideas, concepts, or
information in two or more tests.
Common Core Standards 8th
Grade
1
Common Core Standards
11th Grade
5th Grade GPS
8th Grade GPS
SS8H6 The student will analyze the impact of the Civil
War and Reconstruction on Georgia.
b. State the importance of key events of the Civil War;
include Antietam, the Emancipation Proclamation,
Gettysburg, Chickamauga, the Union blockade of Georgia’s
coast, Sherman’s Atlanta Campaign, Sherman’s March to the
Sea, and Andersonville.
c. Analyze the impact of Reconstruction on Georgia and other
southern states, emphasizing Freedmen’s Bureau;
sharecropping and tenant farming; Reconstruction plans;
13th, 14th, and 15th amendments
SS8H7 The student will evaluate key political, social, and
economic changes that occurred in Georgia between 1877
and 1918.
b. Analyze how rights were denied to African-Americans
through Jim Crow laws, Plessy v. Ferguson,
disenfranchisement, and racial violence.
c. Explain the roles of Booker T. Washington, W. E. B.
DuBois, John and Lugenia Burns Hope, and Alonzo Herndon.
SS8H8 The student will analyze the important events that
occurred after World War I and their impact on Georgia.
d. Discuss the effect of the New Deal in terms of the impact
of the Civilian Conservation Corps, Agricultural Adjustment
Act, rural electrification, and Social Security.
2
SS8H9 The student will describe the impact of World
War II on Georgia’s development economically, socially,
and politically.
d. Discuss President Roosevelt’s ties to Georgia including his
visits to Warm Springs and his impact on the state.
11th Grade GPS
NCSS Theme
Description
Theme
Detailed description of each NCSS theme
Number
10
Civic Ideals and Practices: Social studies programs should include experiences
that provide for the study of the ideals, principles, and practices of citizenship
in a democratic republic
6
Power, Authority, and Governance: Social studies programs should include
experiences that provide for the study of how people create, interact with, and
change structures of p
The Cultural Approach Category
Category
Religious
Economic
Description
Detailed description of each Category that is a
focus of this lesson.
Christianity “Malice toward none” Lincoln
Dr. King Christianity Malcolm X Islam
Reconstruction: huge labor pool, Brains or
Muscle FDR: putting people back to work
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Social
Civil Rights, Education, Freedom of
Association
Political
Political correctness, Elections on the local,
Regional and National Level,
Intellectual
BTW Tuskegee Institute, WEB Dubious
Aesthetic
WPA, Harlem Renaissance,
Handouts/Materials/Textbook Pages/Web Links
List all of the materials in the lesson. List pages in textbooks and online links.
All Grade Levels:
 http://www.socialstudies.org/system/files/images/documents/7404217.pdf
 http://www.pbs.org/
 http://www.ourdocuments.gov/doc.php?flash=true&doc=84
 http://www.nps.gov/history/
 http:www.kahoot.com
5th Grade:
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8th Grade:
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4
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11th Grade:
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Additional Sources:
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5
Image
Description
Citation
URL
6
Southern
Railroad Train
1941
Courtesy ofwww.google
.com/search
?q=southern
+railroad+tr
ain+1941
Southern
Railroad Train
1941
Courtesy ofwww.google
.com/search
?q=southern
+railroad+tr
ain+1941
7
“War
Department
Accepts
Applications for
aviation cadet
training for
“Negroes”
printed in the
Pittsburgh
Courier
Courtesy ofwww.newsp
apers.com/n
ewspage/40
861691
March 25,
1939
8
Arrival at Air
Corps Flying
School,
Tuskegee, AL
194
Courtesy ofmostfreebies
.com/World
War2Africa
n-Amerian
/AfrianAmer
icanUSMilit
aryTraining.
php
Guiding Questions
What should students know or understand at the completion of the unit or lesson?
All Grade Levels:
 The debate whether former slaves and their families stay and work the land for
their form slave master or pursue higher educational opportunity.
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Additional Questions:
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Indicators of Achievement
List all of the important indicators of achievement (important people, places, and events) and
vocabulary that students will need to know at the conclusion of the lesson.
 Booker T. Washington

W.E.B. DuBois

President Roosevelt

President Carter

Assessment Strategies
Describe the assessments that will be used during the unit.
Question and Answer session at the end of the lesson using KAHOOTS
Teaching Strategies
5 min
Introduction
of SAC,
including
warm-up
5 min
Organization
of Teams and
Groups
30 min
10-15 min
Primary
Sources and
Secondary
source
Analysis –
Position
Development
30 min
Consensus Building
10 min
Conclusion/Summary
Position
Sharing
Describe all of the teaching strategies that you will be using in
this lesson. In the squares calculate the percentage of the lesson
that the strategy will take. For example in an hour lesson, lecture
should take no more than 25% (15 min) of the lesson.
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Sparking Strategy/Warm-Up
Sparking Strategy (Lesson introduction)
Answer the following question: Which citizens of a country deserve Civil Rights and why?
Lesson Procedures
In a numerical list provide a step by step outline of the lesson. Include questions you will ask the
students and material you will use.
Outline (Steps also clarified in Guide Sheet)
1. What would you do stay or go?
o
2. Whose position do you support in the Washington and DuBois debate and list at least
four reasons for your support?
o
3. Is President Roosevelt correct in setting up the Tuskegee experiment?
4. Whose positon do you support in the debate over Civil Rights for African American
Dr. King or Malcolm X, and why?
o
5.
o
6.
o
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Differentiation
Think about students’ skill levels, intelligences, and learning styles.
Allow for additional time for student to answer question and respond.
Limit the number of questions and answer for students
Limit writing assignments to two to three sentences and add additional time for group guided
group discussion
Summarizing Strategies/Synthesizing Activity
The strategies to allow students to summarize what they learned in the lesson.
Students will discuss for three minutes with a partner what they have learned today in class and
how does it apply to themselves or their immediate family. Once time has expired students will
write in their reflection log reflecting on lessons learned and how best they could use this
knowledge to improve the lives of others.
Evaluation

Teacher observation

Multiple choice questions which build up to a short answer question which can be
answered from the material or the addition a primary source document based on the
student’s Lexile reading and comprehension level

Citations (as needed)
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Culture Cultural Approach Document
Introducing the key event Andersonville I will brief the final event that led to the Civil War
(election 1860: Abraham Lincoln (A.L.), John Breckenridge, John Bell, and Stephen Douglas)
A.L. won the 1860 election and the southern states believing Lincoln’s goal is to the end slavery.
(Would A.L. end slavery and how will slavery end)?
Georgia being a slave holding state and acceptance to remain loyal to the union became
questionable (who will stay with the union and who will become a free state “Leave the Union”).
The Civil Rights Movement did not start with Dr. King nor did it end with the Civil Rights
Acts being signed my President Johnson it has its roots in the founding of what will become
the United States.
American Civil War: Confederates battle the Union (North vs South): end of American Civil
War) Confederates won the fight, now the Union are prisoners (Andersonville prison was the
prison during American Civil War for prisoners known as “Camp Sumter” until the end of the
war.
At the end of the war the federal government sent government officials to help the former
slaves adjust to their new found freedom. The Freedmen’s Bureau was task with educating
the formers slaves and now the debate begin on how to best serve the former slave. 1.
Teach them a hands on skill which falls in line with their previous employment or educate
them to move away from menial task and begin working on jobs and careers which
required more brain and less muscle power. (1865-1867)
Feb. 1864 the Union prisoners first to arrive at “Camp Sumter.” The “black prisoners of war be
treated the same as their white comrades,” A.L. Jefferson Davis Confederate President, “No”,
A.L. suspended all prison exchange and the prisoner of war (POW) population grew rapidly at
the Andersonville prison (prisoners killing themselves passing the deadline, starving, stealing
from others( just trying to be the survivor of the fittest)) Options: join the Confederate side and
fight to the end or stay and die with honor to your union who left you to die as they decide to be
a free state or remain a union state. (What will you do, die for your union whom you committee
but abandon you OR join the enemy who will give you freedom and committee to your needs
after you committee to Fight to the end as a Confederate?)
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This debate continue between Booker T. Washington and WEB DuBois. Washington gave
a speech during the Cotton Exposition of 1895 and implored former slaves and
former slaves owns to look at the pool of labors they already knew and for former
slaves that there was no shame in tilling the soil and working with your hands.
Dubois argued that we a former slaves should put that notion of relying on our
physical ability to earn a living behind us and we as a race of people should strive
earning a living not with our hands but with our brain power.
The Great Migration of Blacks from the South to jobs and prosperity in the northern states
President Roosevelt with the help of his wife Eleanor gave permission for an experiment to
be conducted at Tuskegee. A program to train and test Blacks pilots to see if
Blacks had the mental capability to fly an army aircraft 1941-1948. In 1948
President Roosevelt signs an Executive Order integrating the US military.
As Lieutenant Colonel Dryden autobiography illustrates him striving he choose to follow DuBois
as many others choose to follow DuBois becoming that “Talented Tenth” DuBois
September 1903
In the late 1950s and the push for Equality and Civil Rights picks up steam. There are two
opposing views of how to obtain the Rights due African Americans. Dr. King
being a passive want to work within the system to right the wrong. On the other
end of the spectrum Malcolm X and he wants the Civil Rights for Blacks by any
means possible.
Dr. King “As Socrates felt that it is was necessary to create a tension in the mind so that
individuals could rise from the bondage of myths and half-truths to unfettered realm of
creative analysis and objective appraisal, we must see the need of having non-violent
gadflies to create the kind of tension in society that will help men to rise from the dark
depths of prejudice and racism to the majestic heights of understanding and
brotherhood,” Excerpt of “Letter from Birmingham Jail” (accessed from:
http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf)
Malcolm X “This is a real revolution. Revolution is always based on land. Revolutions are
never fought by turning the other cheek. And revolutions are never waged singing
“We Shall Overcome.” Revolutions are based upon bloodshed, never compromising,
never based upon negotiations,” Malcom X’s Famous Black Revolution Speech
Dialogue,
President Carter is a man of deep conviction and religious fervor. Cater supported rights
and that a person’s ability could take them anywhere.
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